Missouri Tiered Support Team Action Plan

Missouri Tiered Support Team Action Plan ENCOURAGING EXPECTED BEHAVIOR

“The way positive reinforcement is carried out is more important than the amount.” B. F. Skinner

“I have not worked with a school that has been able to give enough feedback to students to maintain positive behavior without using a tangible item, like a Pride ticket. The tangible helps staff remember to give positive recognition to students."

T. Lewis, 2002

“The purpose of school-wide (agency-wide) recognition is to acknowledge and show appreciation to students (individuals) who have provided positive demonstrations of the school-wide (agency-wide) behavioral expectations."

G. Colvin, 2007

Learner Outcomes

At the conclusion of this chapter, you will be able to…………………

 Understand and explain to others the importance and impact of both contingent and non- contingent attention on individual behavior and the environment  Use preferred adult behaviors to build relationships and a positive environment and effectively interact with individuals when talking about behavior.  Demonstrate specific positive feedback that specifically describes behavior and uses rationales.  Develop a tangible reinforcement system to enhance your use of specific positive feedback.  Develop and implement an effective menu or continuum of positive reinforcement that serves to motivate all individuals across settings.  Monitor staff’s use of encouragement strategies with individuals. Missouri Tiered Support Team Action Plan Introduction to Encouraging Expected Behavior

Agency-wide tiered supports includes a component for developing a continuum of procedures for encouraging expected behavior because we know teaching alone is not sufficient for success in learning social behavior. It is important to follow the desired behavior with consequences that are reinforcing to most people such as attention along with other forms of reinforcement.

It is typical for agencies to have a variety of ways to encourage individuals to improve independent living skills such as daily hygiene, preparing a meal, and completing dishes, verbal praise, stickers, calorie free soda, etc. An agency-wide menu for encouraging appropriate social behavior is similar to encouragement for independent living skills. Yet often this continuum of encouragement for social behavior is not as organized or systematized in our agencies.

There are many terms associated with encouraging individual behavior: “acknowledgement,” “staff approval,” “recognition,” “encouragement,” “reinforcement,” “praise,” “reward,” and “specific positive feedback.” While there are nuances in the meaning of these terms, the most commonly used terms are reinforcement and specific positive feedback. Reinforcement is an over-arching term for a contingently delivered positive consequence that is associated with an increase of future behavior. Reinforcement can take many forms (social or attention, tangible items, and activities). Specific positive feedback is perhaps the most common term for verbal reinforcement, which provides individuals with social attention along with specific information on their performance. Together they increase the likelihood of individuals using the desired behavior again in the future. Figure 12 helps to clarify some of the commonly used terms. We will generally use the terms reinforcement and specific positive feedback.

This section will focus on the practices needed to build a comprehensive system to encourage and motivate individuals, both as they are learning the expected behaviors and then to maintain those skills as individuals become more fluent with their use. There are four important interrelated topics we will explore to develop a comprehensive agency-wide encouragement system: 1) non-contingent and contingent attention, 2) effective, specific positive feedback, 3) use of a tangible reinforcement system, and 4) a menu or continuum of reinforcers.

Although these four components will be introduced separately in this chapter, all are needed for staff to be able to effectively recognize and encourage individuals when they display expected behaviors and to create a positive environment.

Terms Related to Encouraging Expected Behavior

REINFORCEMENT–overarching term for a contingently delivered consequence associated with an increased likelihood of future behavior; reinforcement can take many forms, most commonly praise or specific positive feedback (social reinforcement), but also tangible reinforcement (tickets, tokens, coupons, etc.), and activity reinforcers. The consequence is only a reinforcer when it serves to strengthen or increase the use of the desired behavior; it is always based on the perspective of the person receiving the consequence, not the intentions of the person delivering the reinforcement. Missouri Tiered Support Team Action Plan

REWARD–something that reinforces a desired behavior, most often a preferred tangible/object or activity; often used interchangeably with “reinforcement,” but has acquired a controversial tone and misconstrued as bribery.

SPECIFIC POSITIVE FEEDBACK–verbal reinforcement; a form of social reinforcement that provides information on successful behavior while reinforcing or increasing the likelihood that behavior will be repeated; combines social attention, instruction, and reinforcement.

PRAISE–often used interchangeably with specific positive feedback; an expression of admiration for performance that serves to reinforce the behavior; verbal recognition.

Before beginning to develop practices for encouraging behavior, it is important to revisit the A-B-Cs of behavior. Up to now our work has focused on altering antecedents. We now turn to look at consequences, making attention contingent on the performance of the expected behavior. The consequences of behavior affect future performance of that behavior. One effect is an increase in the likelihood the behavior will recur in the future, called reinforcement. Figure 13 illustrates this point by using a home behavior example. A consequence can also decrease the likelihood the behavior will recur in the future, which is called punishment.

A B C Antecedent Behavior Consequence Conditions or circumstances that An observable act. What the The resulting event or outcome alter the probability of a behavior person does. that occurs immediately following occurring. the behavior.  Home expectations and routines  Individuals ask and receive  The staff observes the individuals clarified and taught. permission before touching others following home expectations and  Staff use prompts/pre-corrects to belongings, share items that belong says, “Great job for asking and remind individuals to ask and to the home, and use a speaking receiving permission before receive permission before touching tone of voice indoors. touching others belongings, sharing others belongings, share items that items that belong to the home, and belong to the home, and use a use a speaking tone of voice speaking tone of voice indoors. indoors. That is showing responsibility and respect for one  Staff greet monitor using caring another.” facial expressions, calm tone of voice and body language.

Figure 1 Missouri Tiered Support Team Action Plan List ways that your agency reinforces individuals for independent living skills. Now list ways your agency reinforces individuals for social behavioral performance. How can you tie these together?

Understanding the Power of Attention

One of the outcomes agencies seek when deciding to implement agency tiered supports is improvement of the home climate or environment. Encouraging expected behavior is crucial to help people learn the desired expectations and shift the focus from addressing undesirable behavior to responding with specific positive feedback for expected social behavior. Attention has a powerful influence on the behavior of individuals or small and whole groups of individuals. Attention helps create a positive environment. All staff members help set the tone or mood of the agency through relationships with individuals, families, guardians, support professionals, etc. and frequently recognizing individuals’ efforts to meet independent living and behavioral goals.

There are two types of attention and both have a positive impact on interactions. Non-contingent attention is attention provided regardless of performance and includes such things as greetings, proximity, smiles, and conversations. Contingent attention is provided based upon individual performance of an identified expectation or behavior. The attention is contingent upon the individual performing a specific desirable behavior. Together, both types of attention create a positive climate and build rapport and relationships, and help individuals learn social behavioral expectations.

Non-contingent Attention

Given that many instances of inappropriate behavior is based in a desire for attention, if we provide sufficient non-contingent attention, the frequency of behavior problems may decrease. Within the school system, as teachers report that positive student–teacher interactions increase, the numbers of disciplinary referrals students receive decreases. Also, students report an increase of positive quality in the student–teacher relationship, a decrease in the number of behavior referrals they receive and an increase in the amount of time they spent on-task (Decker, Dona & Christenson 2007). Finally, non-contingent attention provides individuals with role models of positive social interactions. Non-contingent attention such as smiles, greetings, and community building activities are examples of antecedents that help establish positive relationships between individuals and staff and set the stage for individuals to display the desired independent living and behavioral expectations. They also create the relationships that will help individuals accept direction when it is needed.

Contingent Attention

Contingent attention is attention given after the desired behavior takes place. The individual must perform the expected behavior before a staff responds with attention. Research shows that contingent attention increases performance (Good, Eller, Spangler, & Stone, 1981) and on-task behavior (Sutherland, Wehby, & Copeland, Missouri Tiered Support Team Action Plan 2000). We also want to use specific positive attention (contingent) when individuals display expected social behavior. A familiar saying is “You get what you pay attention to.”

Within the school system, most teachers agree it is important to provide contingent attention for students’ academic work. Without this specific feedback students would not be able to discern the “right” answer from the “wrong” answer. For example, when a student is learning to use “their” and “there” in a sentence, the teacher can say, “Great job of using “their” to show the books belong to Jake and using “there” to show where Jake put the books.” Because the feedback from the teacher is positive and specific, the likelihood the student will correctly use “their” and “there” in the future is significantly increased. Giving specific specific positive feedback is equally important to help individuals learn appropriate social behavioral skills.

Although there are no universal reinforcers that will increase the likelihood that all individuals will repeat the appropriate skills in the future, attention is reinforcing for most people, especially when others have previously built a positive relationship with them. Positive reinforcement (e.g., positive attention or specific positive feedback) for most individuals increases the probability that they will use the desired behavior again (Maag, 2001).

Specific Positive Feedback

The non-contingent attention we’ve been talking about are not sufficient to change and sustain behavior; just as we shared earlier, contingent attention or specific positive feedback is essential. With specific positive feedback you are recognizing attainment of specified performance criteria, effort, or successes at tasks that are difficult for the individual. To ensure continued use, specific positive feedback is essential. General praise or commonly used phrases such as “good job,” though important for a pleasant environment, are inadequate for building and sustaining desired behavior. People need clear, specific feedback on their use of the agency-wide expectations and any other behaviors such as acts of kindness, compassion, helpfulness, and general positive citizenship that are extended reflections of your expectations. Effective specific positive feedback: 1) specifically describes the behavior, 2) provides reasons or rationales, and 3) can include a positive consequence.

Specifically describe the behavior:

People need to know explicitly what behavior they did that was correct. Staff readily do this when giving feedback about independent living skills. Davis (2007) describes this as acting “like a video camera, helping students (individuals) see their own positive behavior.” In effective praise we simply describe the behavior observed to make the feedback clear and specific. For example, “When I said it was time to leave for work, you had your coat in hand, grabbed your lunch box, and headed out the door.” It is a videotape replay of exactly what the person did, couched in the words of your expectations. Do not add any references to past mistakes the individual has made or wishes for future behavior. Simply describe exactly what you saw that you want the person to continue doing in the future. Additionally, be cautious in adding “I’m proud of you.” We want individuals doing the appropriate behavior because of the benefits to them rather than simply to please staff.

Provide a rationale:

Explain the reason why the behavior is important. Rationales or reasons teach the person the benefits of their Missouri Tiered Support Team Action Plan behavior and the impact it has on them and others. This often includes stating the overarching agency-wide expectation (e.g., respect, caring, cooperation, etc.) and pointing out what the individual might expect could happen if they use the appropriate behavior. “Getting started right away like that shows cooperation and will help you avoid having to do chores when you are tired.”

May include a tangible item or preferred activity:

For many people, providing only specific positive feedback is sufficiently reinforcing to strengthen the behavior; however for some individuals, and when a behavior requires a great deal of effort, pairing the verbal feedback with tangible or activity reinforcement may be helpful. When using a tangible item or preferred activity it is imperative that you also use the complete verbal praise so that individuals are aware of exactly what they did that has resulted in earning the consequence. It is not the consequence that changes the behavior so much as the awareness of what is being reinforced; the consequence merely provides additional incentive. You will want to say something like, “Because kept your hands to yourself, you have EARNED a Star Card.” Note that staff do not “give,” instead individuals “earn.” Careful use of these terms helps individuals to take ownership for their behaviors and teaches the link between appropriate behavior and positive outcomes.

It is also important that specific positive feedback be given sincerely and appropriately for the person’s age. This is especially important when working with adults. Staff need to find their own style to communicate sincere care and concern for individuals. Use of a variety of phrases shows spontaneity and therefore credibility.

Finally there are some considerations for when and how to use specific positive feedback. Use specific positive feedback:

Contingently: Since people “earn” specific positive feedback and consequences, it is provided only when they have demonstrated the desired behavior.

Immediately: Specific positive feedback is best when it follows closely to the behavior so that individuals can connect what they did with the feedback they are receiving. The younger the individual, the more important this is.

Frequently when trying to build a new behavior: When individuals are learning new skills, provide feedback on a continuous schedule. This means that every time the person displays the desired behavior, they receive specific positive feedback.

Unpredictably or Intermittently to maintain behavior: Once the skill or behavior has been learned, you can shift to use of general praise and occasional use of specific positive feedback. This intermittent use of specific positive feedback helps to maintain the behavior. We must be careful not to omit all specific positive feedback as individuals may not sustain the skills that they have learned.

Davis (2007) writes: “When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students (individuals) develop real self-esteem.” Isn’t social competence and independence a goal of education?” Missouri Tiered Support Team Action Plan

With a partner, role-play the examples of specific positive feedback that follow. When you are comfortable with these examples, using your agency’s expectations and specific behaviors from your matrix, role-play delivering specific positive feedback spontaneously,

“Dolly, you stopped and took some time to think about your decision and then walked away from Sam. That wasn’t easy, but it can help to avoid an argument.”

“Hey Tammy, thanks for throwing your trash away. That shows cooperation and respect for your home.”

“Sue, you stayed calm when Jill got upset with you. You were responsible for your own actions and possibly avoided hurt feelings.”

“I noticed you have been getting to work on time, Jose. That shows respect for your employers and shows you are taking your job seriously.”

“Jackson, you asked Fred to play the computer game with you. That shows caring, and when you include others they will be more likely to include you.”

“Wow, Darius, you were on task; you got your chores done away! You should be proud of yourself. That’s being responsible.”

When we acknowledge positive behavior as described above we help individuals learn behavior that will lead to success.

4:1 Ratio:

We have discussed how to use attention (specific positive feedback) contingent upon performing a specific behavior to build or maintain that behavior. Another important point in building positive environments is to ensure that appropriate behavior receives much more attention (at a higher ratio) than inappropriate behavior. We want people to experience predominantly positive interactions across all settings. As we shared earlier, that is unfortunately not always a day-by-day occurrence. Reavis, Jenson, Kukic & Morgan (1993) recommend a ratio of 4:1; four comments in response to desired student (individual) behavior to one response to student (individual) undesirable behavior. Interactions with people are considered positive or negative based on the behavior of the person at the time the attention is given, not the demeanor of the staff. Figure 2 summarizes the benefits of specific positive feedback.

Benefits of Specific Positive Feedback Missouri Tiered Support Team Action Plan

 Helps everyone focus on positive social behaviors and actions.  It is the most powerful behavior change tool staff/people have in their repertoire.  Increases the likelihood individuals will use the recognized behaviors and skills in the future.  Decreases undesirable behavior and therefore, reduces the need for direction.  Enhances self-esteem and helps build internal locus of control Figure 2

Reflect on the power of specific positive feedback. How extensively is it being used in your agency? Is there a ratio of four times more positive interactions with individuals than negative? What are some ways that you can share what you have learned about the role of specific positive feedback with your staff? Missouri Tiered Support Team Action Plan Tangible Reinforcers

One of the hallmarks of schoolwide positive behavior support (the model DD tiered supports is adapting from) is the development and implementation of a menu of consequences that includes tangible reinforcers. The tangible is typically in the form of a ticket or coupon (e.g., Compliment Cards, Bulldog Bucks, Braggin’ Dragon Cards, Bee Tickets, etc.). These tangibles may be reinforcing in and of themselves to collect, but typically have further reinforcing value because of what they can be exchanged for. This might include a personally selected reinforcer from a menu, to help meet a jointly set goal, a free item from a school store, a raffle opportunity, etc. Some examples of the many creative ways “tickets” have been used in schools are in Figure 3.

In the same way, agencies can use tangible reinforcers to encourage desirable behavior displayed by the individuals they support.

Creative Ways to Use “Tickets”

 Set home or agency goals  Write name on ticket and drop in a raffle box  Competition between homes  “Golden Dustpan” award for homes that are the cleanliest Figure 3  Chart and graphs of tickets earned (math)  Roaming trophy for the most tickets each month; current home prepares celebration for the next home who receives  Set a destination to “travel” to and learn about; each ticket equals a mile toward the destination on a map

The benefits to individuals may be obvious, but another reason agencies choose to use a tangible along with specific positive feedback is to ensure staff’s use of high rates of praise. Tangibles serve as a visual reminder for staff to watch and deliver specific positive feedback. Some agencies replenish the staff’s supply of tickets daily, thus reminding them to catch individuals being good. In addition, the proximity required to deliver the ticket helps to ensure the effectiveness of the staff’s feedback. Looking a person in the eye, saying “You completed your chores as soon as you came home from work; that helped you have time to relax and do things you enjoy the rest of the evening. Because you were responsible you have earned a Star Card,” enhances the relationship between the person and the staff. In addition, these tangibles create a ready signal to all individuals, both to the ones who earn them as well as others near by who witness it. When the tangible item is used to count toward a home or agency-wide goal, they work doubly–to provide the immediate reinforcement as the individual earns the ticket, and then again as the ticket goes into the home bucket toward the home goal. When all individuals contribute to a home agency-wide goal, it builds a sense of community. Once the goal is achieved everyone celebrates together. Once a ticket or other recognition has been earned, it should not be taken away. Rather, another one should not be awarded until the individual next earns it.

There are some practical things to consider when developing your agency-wide tangible system. First, make them easy to distribute to individuals. Consider creating them so that minimal writing is required at the time Missouri Tiered Support Team Action Plan they are awarded. The easier to award tickets to individuals displaying the expected behavior, the better. You will also want to build a system to sustain your use of the tangible, considering such things as: 1) who will reproduce the tickets and supply staff, 2) who will be in charge of raffle items or other items of exchange, and, 3) if tickets are to be counted for awards or data collection, who will handle the counting. Be sure to think through all details to sustain your tangible system.

Some staff might be concerned that using a tangible item might be bribing individuals to behave or that the use of a tangible will diminish intrinsic motivation.

Of course, our ultimate goal is for individuals to be intrinsically motivated. The reality is that people are awarded with many tangible items for success in academics, sports, music, theater, employment, etc. in the form of grades, trophies, medals, paychecks, etc. Yet we continue to struggle with the idea of awarding tangible items or specific positive feedback for success in social behavior skills. Indeed providing individuals with feedback to help them discriminate the difference between what behavior is desired and undesired helps individuals learn the difference between the two along with the power of using the desired behavior, which in turn fosters intrinsic motivation to master social behavior skills. The bottom line is that people need recognition and encouragement and they respond positively, as all of us do, to acts of appreciation.

Tangible Reinforcers…

 Help staff be accountable for recognizing desirable behavior and providing specific positive feedback.  Provide all staff with an efficient and always-available system for providing feedback and a reinforcer to any and all individuals.  Give support staff a tool to engage in a positive way with any person.  Can create a more positive culture/environment where we are “all in this together.”  Can give us a gross measure of the frequency of specific positive feedback statements given; can help to guide staff to use higher rates of specific positive feedback.  Are a universal sign to individuals that they have performed the expected behaviors.  Should be easy to distribute with minimal, if any, writing required. The easier and quicker to award to individuals displaying the expected behavior, the better.  Tangible “tickets” can be turned in and counted toward individual, home, or agency goals, activities or tangible items on the schoolwide menu.

Explain the parallels between reinforcement for academic, artistic, or athletic performance, independent living skills and social behavior. What are some ideas for a creative agency- wide tangible system in your agency? How can you use the work group process to engage all staff in the development of a agency-wide tangible system for your agency? EXAMPLE Missouri Tiered Support Team Action Plan Missouri Middle School Cardinal Card Procedures

Respectful • Responsible •Ready • Safe

Why is Missouri High School Focusing on Having Students Earn Cardinal Cards?

• To increase student use of respectful, responsible, ready, and safe behaviors.

• To focus on positive social interactions between staff and students.

• To help us all be more positive this school year.

Who Awards Cardinal Cards?

• All staff will be supplied with Cardinal Cards each day to award any student who is being Respectful, Responsible, Ready and Safe.

Who Can Receive a Cardinal Card?

• Cardinal Cards are earned by individual students who are using behaviors that reflect being Respectful, Responsible, and Ready.

• Cardinal Cards can be earned for being Respectful, Responsible, Ready and Safe anywhere in the building and at any time.

What Do Staff Say When They Award a Cardinal Cards?

• The most important thing to remember about the Cardinal Cards is to provide the student specific, positive feedback about how they are being Respectful, Responsible, Ready, Safe learners. For example: “Wow, Fred, you are being respectful of others by walking quietly in the hall. Because you are using our hallway expectations, you have earned a Cardinal Card.” “Ethel, thanks for remembering to push in your chair and clear off your table. You are showing respect for the cafeteria help as well as students that will follow you. You’ve earned a Cardinal Card for respect.”

What Do Students Do When They Receive a Cardinal Card?

• Students write their name and grade on the back of the Cardinal Card.

• Students take their Cardinal Cards to their class office and put in the bucket.

What Will Happen With the Cardinal Cards?

• At the end of the month, office helpers will count the Cardinal Cards from each class office and post the number earned on a main office bulletin board.

• Every month there will be a drawing from all Cardinal Cards earned that month for individual prizes as well as privileges for each class. Names will be posted near each class office.

• Students whose Cardinal Card is posted can take it down and turn it into the secretary for their prize. Missouri Tiered Support Team Action Plan What Are Some Other Things to Consider About Cardinal Cards?

• Cardinal Cards can be earned but not lost. This is a positive system. Once earned they are the student’s property. If correction is needed, do so; but do not take cards away.

• If students ask for a Cardinal Cards kindly say something like: “I know you will get a Cardinal Cards soon. All students can earn them. Staff determine when to award.”

• If you suspect “forgery” of Cardinal Cards, contact your Schoolwide PBS team representative.

• If you need more Cardinal Cards, contact Suzy Cue.

Who Will Answer My Questions About Cardinal Cards?

• Your SW-PBS Team representative or any member of the SW-PBS Team.

A Menu of Reinforcers

While a “ticket” or tangible agency-wide system for encouraging expected behavior will cover many or your reinforcement needs, it is important to remember that not all individuals (or you for that matter) are encouraged or motivated by the same things or in the same ways. As we discussed earlier, people struggling to learn new skills will need very immediate and frequent reinforcement (a continuous schedule) to build expected behavior. Individuals who have demonstrated mastery of expectations respond to intermittent or occasional reinforcement to maintain their social behavioral efforts.

Additionally, we should consider the nature of reinforcers. Many people desire or try to get or seek social attention, activities or tangible items, while others try to avoid or escape social attention. For these “avoiders” who do not like social attention, they may be reinforced by activities, privileges or tangibles. In addition, most people are motivated by gaining attention, as well as peer attention, activities, privileges or freedom. Therefore, it is recommended that a menu of ways to encourage individuals include social attention, activities, or tangible items that appeal to all individual needs in your agency.

To ensure that reinforcers meet individual interest and needs, you may simply want to ask individuals what they find motivating and involve them in planning the menu. A variety of reinforces for individuals who “seek,” as well as those whose preference is to “avoid or escape” are listed below. Notice that these also include reinforcers that are easily or readily used so as to provide frequent and immediate reinforcement, while others are larger and would be used more intermittently.

Activities or Privileges Missouri Tiered Support Team Action Plan SEEKERS: AVOIDERS:

• Special lunch or play time with a friend • Extra computer time (avoid class time)

• Lunch with preferred adult • 1 homework pass per semester

• Helper (teacher, office, janitor) • Front of the lunch line pass

• Extra time doing preferred activity • Additional free time

• Special game at recess • Extra library time

• Participate in PBS Assembly • 1 tardy pass (up to 5 minutes late)

• Extra recess • Stay inside during recess

• Extra computer time

• Game of choice

• Ticket to school event (dance, party, sporting event)

• Preferred cafeteria seating

• Be “line leader”

Social Attention

SEEKERS: AVOIDERS:

• Winks, thumbs up, smiles • Lunch in private area with preferred peer or staff • Specific positive feedback • Extra computer time • Work with a friend of choice • Extra time to read • Time to visit or walk with a friend • Pass out of assembly • Preferential seating • Leave class 5 minutes early • Positive phone call or email home • Letter home for improved behavior • Meet with principal (or preferred adult)

• Photo on school bulletin board

• Special lunch or play time with a friend

• Lunch with parent, principal, preferred adult

• Featured in PBIS video/skit Missouri Tiered Support Team Action Plan • Tutor, assist younger class

• Monthly or quarterly award (improved attendance, on-time to class) received in front of class/school

• Respect, Responsible, Caring Party

• Positive card or letter sent home

• “Goal Achieved” award for improvement in personal social behavior

Tangible Items

SEEKERS: AVOIDERS:

• Schoolwide “Ticket” • Certificate to go to library instead of assembly • Items from class or school store • Certificate to stay inside during recess • Stickers

• “Fast pass” for lunch line

• School supplies

• School t-shirt

• Food coupons

• Candy, soft drinks

• Gift cards

• Discounted yearbook or parking tag

• Ticket to school event (dance, party, sporting event)

• Preferred parking

Adapted from: Lane, K.L., Lakberg, J.R. & Menzies, H.M. (2009)

Cautions When Developing A Menu or Continuum of Reinforcers

When creating your menu or continuum of reinforcers to encourage expected behavior, it is important that you have a range of options to meet all individuals needs as discussed and shared above. Make sure there are ways to encourage improved behavior for all individuals, from those who struggle to behave as well as though who regularly demonstrate desired behavior. Be cautious if your system: Missouri Tiered Support Team Action Plan

Is so difficult or cumbersome that staff will not use it consistently.

 Keep the system simple, doable and yet effective.

Is based on an “all or nothing” criteria.

 A “No Undesirable Behavior Party” reinforces only a certain portion of your agency and may be demotivating to others. If I have undesirable behavior the first day of the month, why try? While you may want to keep this reinforcer for the few it serves (it is a bit like the Honor Roll), you could also celebrate improved behavior, thus encouraging all to improve or strive to meet the expectation.

Requires individuals to prolong their efforts for long extended periods of time.

 Again, some long-term reinforcement is okay if other immediate and short-term reinforcers are also available. With long-term reinforcers, there will be some people who see them as unobtainable.

Fails to motivate the at-risk individuals or consistently recognizes those individuals who need it the least.

 What activities are interesting and motivating to the at-risk individuals whose behavior you most desire to improve? Involving individuals in the planning of the agency-wide reinforcement system may be a very effective way to hear their voice.

Becomes boring and predictable.

 An agency-wide system to encourage will need to be “tweaked” and kept fresh for individuals and staff.

Begin brainstorming a menu or continuum of reinforcers for your agency using the template provided. Be sure to include short-term immediate reinforcers, as well as those that require more sustained effort. Be sure that you meet the needs of “seekers” as well as “avoiders.” How will you engage staff in the creation of your continuum? Missouri Tiered Support Team Action Plan Missouri Middle School

Menu of Reinforcers

The below list of reinforcers includes those that can be used immediately in response to student appropriate behavior as well as some that are used periodically or are more long-term in nature. Select the reinforcer that best matches the effort required by the student and their individual interests. Also consider if they are “seekers” or “avoiders.”

 Winks, thumbs up, smiles, etc. (individuals and groups)  Specific positive feedback (individuals and groups)  Schoolwide ticket–Cardinal Card (individuals; see guidelines for use)  Special activities or privileges: (individuals or groups, where appropriate, for worthy effort) • Preferential seating

• Lunch with adult of choice

• Free time

• Computer time

• “Fast Pass” for lunch line

• Tardy pass

• Homework pass (only one per quarter)

• 5 minute early dismissal

 Coupon for 25% off at school store (individuals for worthy effort)  Positive phone call, note, or email home (individuals; significant improvement)  Class party (popcorn or treat; spontaneous celebration for group improvement, e.g. no tardies for a week, all homework turned in on time, etc.)  Goal Achieved certificate (improvement in difficult personal social behavior)  Progress Report (individuals for improved attendance, on time to class; turned into office for inclusion in announcements and grade reports)  Quarterly letter for perfect attendance (sent to parents)

Brainstorm a list of possible reinforcers for your agency below. Did you include your agency- wide tangible? Do you have a range of reinforces that can be delivered immediately, are short-term and long-term? Do you have items that will meet the interests and needs of all individuals (e.g., avoiders, seekers, etc.) How can you engage staff in developing your menu? Missouri Tiered Support Team Action Plan Possible Menu of Reinforcers

ITEM NOTES/DISCUSSION

Social Attention, Activity or Privilege, Tangible

Encouragement for Staff and Families

As agencies create exciting ways to encourage individuals, you may also want to consider a menu of reinforcers to encourage the staff who are actively teaching and encouraging individuals. In addition, some schools consider ways they can “share the good news” about individual behavior with families, guardians, support coordinators, etc. and therefore, reinforce their efforts in other ways to support your work. Some ideas follow.

Ideas for Encouraging Staff and Families

STAFF: FAMILIES:

• Award or recognition for efforts given • Individual featured in newsletter, bulletin during staff meeting board

• Recognition during a staff meeting • Positive phone call or note from administrator, guardian, support • Featured in tiered support video/skit coordinator

• Ticket to community event (play, • Featured in PBIS video/skit sporting event) • Ticket to community event (play, sporting • Preferential parking spot event)

• Agency t-shirt • Postcard sent to family, guardian, SC regarding individual’s exemplary behavior • Gift cards • Agency t-shirt Missouri Tiered Support Team Action Plan • Lunch delivered

• Special dessert

• Restaurant coupon

• Positive note from peer or administrator

• Car wash coupon

• Movie pass

• Released from duty (1/2 early from shift)

• Administrator relieves of shift class for one hour

• Pass to leave work early or arrive late

What are some of the things you could do to encourage staff to regularly use tiered support practices? How might you reinforce guardians, families, support coordinators?

Monitoring the Use of Specific Positive Feedback

It is important to check on the use of feedback in all settings, both for fidelity of implementation and to determine if the rate of specific positive feedback individuals are earning is optimal for the environment you desire. Fidelity checks will determine if the majority of staff are effectively using contingent specific positive feedback for student behavior as described earlier in the chapter. In addition, the goal is always to maintain a 4 to 1 ratio of positive responses to direction. Checks can also determine if this optimal ratio is being met. Both a fidelity check and a ratio check will provide information for the Agency Tiered Support Leadership Team to determine how to support staff to effectively encourage desirable behavior.

There are a number of ways to do this monitoring:

MONITORING USE OF AGENCY-WIDE TANGIBLES Missouri Tiered Support Team Action Plan If an agency-wide raffle is used, tickets can simply be counted prior to the raffle. If individual and staff names are on tickets, that data can be collected as well as the overall number. Staff can submit weekly counts to a designated person in the agency who can then create regular reports of the number of tickets earned per individual, home, or for the agency as a whole. A visual graph of tickets earned per week or month can serve as a reminder to staff to focus on giving individuals feedback for expected behavior.

SELF-MONITORING

It’s important that all staff get information about their personal efforts to respond to individuals who are displaying expected behavior, especially as staff are first learning how to effectively give specific, contingent feedback. Individual self-monitoring is one way to do this. Remember this data collection does not need to occur for the duration of an entire day. Rather, pick a 5–10 minute period and consistently collect over a few days each week. There are a number of easy ways to collect the rate of responses to positive behavior compared to directions, such as:

 Move pennies or paperclips from one pocket to another when positive student behavior is recognized.  Tear an index card to collect the number of positive responses to corrections.  Make tally marks on a piece of tape on your arm or post-it note on clipboard.  Move popsicle sticks into cans.

OBSERVATION

Do a simple observation and tally staff responses to positive behavior and undesirable behavior. Periodically observe and record occurrences of specific positive feedback for a short time duration (5-10 minutes) and compare like settings and situations (e.g. home to home, community, etc.). These observations can be done by pairing staff to do peer observations, or the Agency Tiered Support Leadership Team members observing in various settings. For example, frequency of interactions in the home might be compared or during time in the community. If this tallying is done periodically throughout the year, the ratio can be compared over time. A simple format for tallying frequency of positive and negative attention follows in Figure 4.

Remember as you are observing or self-monitoring, it is the individual behavior that is occurring at the time of the interaction, not the tone of the interaction, which determines whether an interaction is positive or negative. Missouri Tiered Support Team Action Plan Frequency and Type of Student Interactions

Staff: Observer:

Date: Time: Activity: ______

Attention to Positive, Desirable Individual Attention to Negative, Undesirable Behavior Individual Behavior

Ratio of Interactions: ______attention to positives: ______attention to negative

Notes:

Adapted from Sprick, R., Knight, J. Reinke,W., & McKale, T. (2006)

Figure 4

How might you monitor and ensure staff are using high rates of encouragement with individuals?

Next Steps

Your tasks for developing a comprehensive system to encourage expected behavior for your agency are listed below. While a general sequence of completion may be implied, the tasks may be completed in any order or may be interrelated. Some activities require planning and a written product; all involve some professional development and engagement of all staff. You are encouraged to complete these tasks prior to your next Agency Tiered Support training session. Please bring completed action plans and products with you to share and discuss.

1. Conduct professional development to teach all staff the importance of attention and how to use effective specific positive feedback through examples and practice.

• Power of attention, both non-contingent and contingent Missouri Tiered Support Team Action Plan • Referred staff behaviors for relationship-building

• How to use Effective Specific Positive Feedback

• Monitoring use of feedback

2. Develop an agency-wide tangible reinforcement system.

• System for use and maintenance by staff as well as what individuals do with the tangible; easily used.

• Full staff input or work group process; obtain consensus

• Describe system in writing; included in staff and agency handbook and PRN staff information

3. Create a menu or continuum of reinforcement for your students, families and school.

• A full continuum of immediate, short-term and long-term reinforcers to meet the needs of all students including social, activity or privileges, and tangible items.

• Full staff input; obtain consensus

• In writing; included staff handbook